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PhD Candidacy Presentation

On June 13, 2013 I presented this 15-min prezi and passed my candidacy exam :) I successfully shared my passion, highlighted my research capabilities and theoretical framework for my proposed 3-article dissertation. Now it's research time!

Tracy Durksen

on 5 August 2013

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Transcript of PhD Candidacy Presentation

Why propose a
three-article dissertation?
Why examine
teachers' motivation and emotions?
What experiences motivate my proposed program of research?
Program of Research
Participants & Procedures
Data Analysis
Potential Implications
Thank you
for your

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Why professional learning?
Ph.D. Candidacy Presentation
Tracy Durksen, M.A.
June 13.2013
The role of professional learning
in teachers' motivation and emotion across career stages
Importance of topic
Purpose of three studies
Methodological plan
Motivating experiences
Dissemination plan
Potential implications
Psychology Research:
B.A. Honours Thesis
Experiences of Student Engagement
Teacher Education Experiences
3 years of Teaching Experience
PD Workshop Facilitator & RA
(Learning and Teaching Centre)
Multiple Opportunities for Professional Learning
Community Experiences
Qualitative Research experience
Qualitative & Quantitative Research
Mixed Methods Design & Research
CBRE Certificate
Interest in Student
Motivation & Well-being
Teaching Pre-Service Teachers
Motivating Mentors!
Interest in Teacher
Motivation & Well-being
M. A. Courses
Teaching Pre-Service Teachers
ATA Project
Ph.D Courses
Self-regulation thesis
Self-efficacy interest
PD-PUT Certificate
Professional Development Workshops
Explore a research interest within and across 3 career stages
Enhance understanding through multiple research activities
Offer comprehensive evidence for future research, policy and teachers' practice
Ph.D Candidacy Exam
PhD Candidacy Presentation
June 13.2013

Study 1
150 < second year education students
5 electronic questionnaires (one semester)
Study 2
150 final year practicum (APT) students
9 electronic questionnaires (weekly)
Study 3
250 < practicing teachers (5 districts)
4 electronic questionnaires (2 years)
250 < practicing teachers (convention)
1 paper-pencil questionnaire
Overarching Mixed Research Design
Mixed analysis strategies (i.e., non-cross over)
Key Resource: Onwuegbuzie & Collins (2013)

Quantitative Analysis Strategies
Descriptive Statistics
Repeated Measures ANOVA
Linear Regressions

Qualitative Analysis Strategies
Content analysis (multiple-case studies)
Constant comparison
Teaching Level
Years of Teaching
Variables of Interest
Dependent Variables
Collective efficacy
Source of efficacy
Teacher engagement
Type of Professional Learning
Emotions (e.g., enjoyment, anxiety)
Dissemination Plan
3 < journal articles (1 per study)
Overall mixed research article
Research conferences
'3 minute dissertation'
Brief report for local teachers
Brief report for teacher education program
Website (focus on practical implications)
Advance theoretical understanding
Contribute to professional learning policies
Foundation for future research
Impact teacher and student learning
Stress & Anxiety
little is known about the impact of
different types of professional learning activities
on motivation and emotional well-being
teachers with
high self-efficacy
approach professional learning experiences more positively and confidently
teachers' motivation beliefs
behaviours and emotions which
student achievement and teachers' job satisfaction
Proposed Framework
Next steps
Literature Review
Final data collection
Merge 2-year study
Coding framework
Literature review revealed
I am interested in relationships between professional learning (e.g., types and stages), motivational beliefs (e.g., self-efficacy), and emotional well-being (e.g., engagement)
Review Statistical
Data analysis
levels of self-efficacy vary across career stages
Proposed research questions
Study 1
What does professional learning mean to students in the beginning of a teacher-training program? (exploratory)
Study 2
What are the developmental trajectories of pre-service teachers’ commitment and engagement over a teaching practicum?
Is there a difference in the level of commitment or engagement according to age, gender, and teaching level?
What do participants with an overall pattern of increasing (decreasing) commitment and engagement report about
their experiences over the teaching practicum?
Study 3
How do professional learning experiences influence teacher self- and collective efficacy?
What sources of teacher efficacy are fostered through professional learning experiences?

Overarching research question
To what extent do teachers' characteristics (e.g., gender), contextual factors (e.g., grade level, years of experience),
and type of professional learning influence teachers' efficacy, level of engagement, and reported experience of
emotions and meta-emotions?
Theoretical influences
Self-Determination Theory (Ryan & Deci, 2000)
Job Demands-Resources Model (Bakker & Bal, 2010)
Social Cognitive Theory (Bandura, 1997)
(e.g., teaching competence)
(e.g., self-efficacy)
(e.g., collaborative school conditions)
Reciprocal Determinism
(Bandura, 1997)
Psychological Studies in Education, Research Program
Why educational psychology?
To understand human behaviour and to conduct research that is useful for the complex education system
Supplemental Material
Full transcript